few_shots: Example:
Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Thought: This set of problems involves solving linear equations and pairs of linear equations.
Answer: L

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001392

8
options: Interpret the structure of expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Use the four operations with whole numbers to solve problems.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Add and subtract within 20.

Understand properties of multiplication and the relationship between multiplication and division.

Write expressions in equivalent forms to solve problems.

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Work with addition and subtraction equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Represent and solve equations and inequalities graphically.

Solve systems of equations.

Represent and solve problems involving multiplication and division.

Generate and analyze patterns.

Understand and apply properties of operations and the relationship between addition and subtraction.

Multiply and divide within 100.

Use polynomial identities to solve problems.

Work with equal groups of objects to gain foundations for multiplication.

Understand the connections between proportional relationships, lines, and linear equations.

Solve equations and inequalities in one variable.

Create equations that describe numbers or relationships

Gain familiarity with factors and multiples.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Write and interpret numerical expressions.

Reason about and solve one-variable equations and inequalities.

Perform arithmetic operations on polynomials.

Analyze patterns and relationships.

Rewrite rational expressions.
problem_activity: Narrative
The purpose of this activity is for students to find the value of differences within 10. Students are encouraged to think about how patterns in subtraction problems and knowing sums within 10 can help them find the value of the differences. Students may use take away or counting on methods. The problems are written for students to think about different methods for solving. For example, students may find the value of
\(10 - 3\)
by taking away 3 to get 7, then see that they can find
\(10 - 7\)
by knowing the relationship between 3, 7, and 10. Students should work in groups of 2, with a different partner than they had in the previous activity.
Engagement: Provide Access by Recruiting Interest.
Provide choice. Invite students to decide which problem to start with.
Supports accessibility for: Social-Emotional Functioning, Attention
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Activity
Read the task statement.
“You will first find the value of each difference on your own. Then you will share your thinking with a different partner than last activity.”
5 minutes: independent work time
2 minutes: partner discussion
Student Facing
Find the value of each difference.
\(9 - 6\)
\(10 - 3\)
\(7 - 3\)
\(9 - 5\)
\(8 - 6\)
\(6 - 5\)
\(9 - 4\)
\(10 - 7\)
Student Response
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Activity Synthesis
“Were there any expressions that helped you with another expression? How did they help you?” (
\(10 - 3\)
and
\(10 - 7\)
. They are related because
\(3 + 7 = 10\)
.
\(9 - 6\)
,
\(9 - 5\)
, and
\(9 - 4\)
. There is a pattern. Since the number being subtracted gets 1 bigger, the difference gets 1 smaller.)


correct_option_index: 6

20